SUMMER CONFERENCE 2018:Things we should be talking about in International Education

JUNE 17–20, 2018 | VANCOUVER, BC

Developing Cultural Intelligence for Adaptability, Resilience and Innovation

Ana AzevedoAthabasca University

Mary Jo ShaneCalifornia Lutheran University

Agenda

◉ Introductions

◉ The Four CQ Capabilities

◉ Pilot Study: Overview, Rationale, and Uniqueness

◉ Pilot Study: New Training/Teaching Components

◉ Pilot Study: Method, Sample and Key results

◉ Things We Should be Talking about in International Education

◉ Final Comments

We are here to introduce a new training program in cultural intelligence (CQ).

I am Ana Azevedo. I have been working in the IB/IM field for close to 30 years.

I am Mary Jo Shane.I have worked in the field of human and organization development since the early 90s specializing in diversity and change

Hello

“capability of an individual to effectively function in situations characterized by cultural

diversity” (Ang & Van Dyne, 2015*)

Cultural Intelligence

*Refs. 1-2

…Situations of cultural diversity?

Working with employees/

business partners in US, DE, AU, KZ

Selling uranium to utility

companies in LATAM, Asia or

Europe

Leading a team of

aboriginal people

Working in a multi-

generationalteam

Mentoring women or

members of ethnic groups

Integrated Approach*

• CQ Drive (motivational CQ)

• CQ Knowledge (cognitive CQ)

• CQ Strategy (meta-cognitive CQ)

• CQ Action (behavioral CQ)

*Consistent with conceptualizations of general intelligence as multi-dimensional, and applying to different domains - e.g., social, emotional (Sternberg & Detterman, 1986; Sternberg et al., 2000 (3-4))

CQ capabilities - Definitions, Examples (I)

• CQ Drive:

The interest, drive and confidence to adapt cross-culturally.

◉ EXAMPLE: Do you enjoy working with culturally diverse individuals?

• CQ Knowledge:

The knowledge and understanding regarding how cultures are similar or different.

◉ EXAMPLE:Do understand how cultural values and norms affect the way people think and behave?

CQ capabilities - Definitions, Examples (II)

• CQ Strategy:

The ability to plan, be aware and make sense of intercultural situations.

◉ EXAMPLE:Are you able to slow down, observe and draw on your cultural understanding to make sense of intercultural encounters?

• CQ Action:

The ability to adjust your verbal and non-verbal behaviors in intercultural situations.

◉ EXAMPLE:Do understand how cultural values and norms affect the way people think and behave?

Moving from low to high CQ

1.0—React to External Stimuli

2.0—Recognize other Cultural Norms; Motivated to learn more

3.0—Accommodate other Cultural Norms in your Thinking

4.0—Adjust to other Cultural Norms in your Behavior

5.0—Automatically adjusting Thinking and Behavior when getting appropriate cues

Literature Review*

CQ Capabilities

*CQ Drive*CQKnowledge*CQ Strategy*CQ Action

Antedents of CQ

*Personality traits (e.g., openness to experience);

*International Experiences (e.g., non-work related; work-related)

*Training Interventions**

CQ Outcomes*

*Individual and group (e.g., psychological, behavioural, performance)[Adaptability; PLUS resilience, creativity & innovation***]

*Refs. 5-7; ** Refs 8-10; ***Refs 11-14

Pilot Study: Overview

◉ Primary goal: Develop and test a new CQ training program

◉ Study was implemented between July 2016 and December 2017

◉ Pretest-posttest design with two groups of participants:

International MBA students

(CA,USA)

HR Professionals (SK, CAN)

CQ Training Program: Why?

CQ Program: Rationale (I)◉ In spite of increasing globalization and

workforce diversity, mobility => Evidencesuggests a persistent gap in CC competence among students, workers

◉ Methods in intercultural training: Mix of country-specific knowledge + cultural values frameworks (e.g., Hofstede, Trompenaars & Hampden-Turner) => Insufficient foundation for developing cross-cultural competence

Quote – Training Program Slides

It is not sufficient to give people knowledge about

cultures/subcultures in order to increase intercultural competence. We need a

skills-development approachto promote understanding AND behavioural change

(“knowing, doing, reflecting”)

CQ Program: Rationale (II)◉ Despite significant growth in International

Education => Few empirical studies examining how specific courses contribute to development of CC capabilities such as CQ

◉ CQ offers a different approach to intercultural training (integrated, individually-tailored) => But only a few empirical studies within classroom settings. Researchers developed & tested their own training materials.

CQ Program - Uniqueness

◉ Combines training materials for the 4 CQ capabilities WITH…

Unique content in:

◉ Unique pedagogical approach:

BALANCING…

*Mindfulness*Authentic Leadership*Unconscious Bias*Linking CQ to adaptability, resilience and innovation

Improving Your CQ – Training Program Components

• In-Classroom Exercises

*IndividualExercises for each of the 4 capabilities

*GroupGroup discussions for each of the 4 capabilities

• Self-Study Activities

*Individual4 weeks of experiential activities

*Group**Participate in two online discussion forums

• Assignments**

*IndividualPre-posttest surveysJournalForeign Film Self-Reflection report

*GroupInterview ProtocolTeam Presentations

**Only in Comprehensive version – See Appendix A

Examples to follow…

Examples – Individual Exercises (2 capabilities)

◉ CQ Strategy:

What do you see in this picture? Record what you see and possible reasons for this.

◉ CQ Action:

“Getting comfortable with the uncomfortable”: Create a list of behaviours that you would be willing to experiment with in the near future, in order to get out of your comfort zone (e.g., join a multicultural team; learn and practice words in a new language) (list two or more)

Examples – Group Discussion (2 capabilities)◉ CQ Strategy:

List some of the different explanations for the car picture. How can this help you better appreciate cultural diversity?

◉ CQ Action:

What were the most interesting ideas for “getting comfortable with the uncomfortable”?

Examples – Self-study Activities (2 capabilities)

◉ CQ Strategy:

“TAKE 5” practice: Take 5 deep breaths (inhale for 5 seconds, exhale for 5 seconds), 5 times per day, for the next 30 days. “Follow the breath” in your body.

◉ CQ Action:

Experiment with non-verbal behaviours (e.g. speaking with and without the hands; sharing information with and without facial expressions).

• Pre-experimental pretest-posttest design

• Two questionnaires: E-CQS (37 items); Training program survey

• Two groups/ two settings: 1) Comprehensive version (two weekends; End February to mid-May, 2017 => 2 ½ months)

2) Condensed version (two one-day workshops; Mid-May to end of June 2017 => 2 ½ months)

Pilot Study - Methodology

Samples – Description

◉ n=21 (out of 22 International students*) – enrolled in MBA program (CA)

◉ AgeMode = 3 (12 people between 26 and 30 yrs. Old)

◉ Gender12 females (57%)9 males

◉ n=39 (out of 41 HR professionals) –working at energy company (SK)

◉ AgeMode = 8 (10 people between 51 and 55 yrs. Old)

◉ Gender30 females (79%)8 males; 1 missing

*1 exception (domestic student)

CQ Changes – T1 and T2

CQ Capabilities Z-Value* P-value Z-Value* P-Value

CQ Drive -3.402 0.001 -2.355 0.019

CQKnowledge

-3.922 0.000 -3.191 0.001

CQStrategy -3.198 0.001 -4.091 0.000

CQ Action -2.802 0.005 -4.311 0.000

*Wilcoxon Signed Ranks

UNIVERSITY COMPANY

CQ Changes - SUM

Dimension Average Scores: T1 to T2 % ChangedCQ Drive 78 to 88 13

CQ Knowledge 61 to 77 26

CQ Strategy 77 to 90 17

CQ Action 75 to 86 15

Dimension Average Scores: T1 to T2 % ChangedCQ Drive 72 to 77 7

CQ Knowledge 37 to 44 19

CQ Strategy 63 to 73 16

CQ Action 54 to 72 33

UNIVERSITY

COMPANY

Other Key Findings

◉ UNIVERSITY:

◉ Sig. increases between T1 and t2**:

*Average Innovative work behavior

*Average Resilience

◉ COMPANY:

◉ Sig. increases between T1 and T2**:

*Average innovative work behavior

**Mann Whitney test

Discussion (I)

◉ Pilot study confirms that…

◉ CQ is a malleable competence that can be developed through appropriate CC training within classroom settings.

◉ Things we should be talking about in international education:

How do we embrace CQ training and other skill-based approaches to strengthen ‘capacity building’ at PSE institutions (students, faculty, IE personnel)?

Discussion (II)

◉ Future studies are needed…CQ development can be examined in connection with a number of ‘soft skills’, such as:

*teamwork*problem-solving*adaptability/flexibility*creativity & innovation*openness to change & resilience

◉ Things we should be talking about in international education:

How can we use CQtraining to strengthen students’ preparation for the ‘future of work’ (e.g., development of ‘future skills’)?

“…there is a mismatch between the change in the pace of change and our ability to develop the learning systems,

training systems, management systems, social safety nets, and the government

regulations that would enable citizens to get the most out of these accelerations

and cushion their worst impacts”. (Thomas L. Friedman, 2015, p.29*)

“

*Ref. 15

Any questions?

You can find us at• ana.azevedo@athabascau.ca• mjshane@callutheran.edu

Thank you